Behavior IEP Goals: 101 Examples incl. Adaptive Behavior Goals (+ PDF)

Behavior goals may be needed due to autism–but autism doesn’t cause bad behavior, if that makes sense. It’s usually unsupported sensory needs, slow processing issues or other things causing the behavior, which is secondary to the autism if that makes sense.

Behaviors can also present like an emotionally disturbed child. But again, the behavior is usually secondary to another issue. But, behavior IEP goals can be a starting point.

• IEP Goals for Perseveration and Perseverating Behaviors
• 10 Effective Replacement Behaviors and Strategies for Hitting and Aggression (Classroom and Home)
• Why Most FBAs and Behavior Plans Fail
• If the IEP goal you need isn’t on this list, make sure you check out the IEP Goal Bank.

How to Write a Behavior Goal for an IEP

In behavior, there’s a whole lot of talk about “making good choices.” Just make sure that the child has the skill set before the expectation is set.

It’s very easy to lay out expectations of what you wish a child to do. Classroom behavior goals are never going to happen if the foundation isn’t there.

If a child lacks a skill, it is never going to happen. This goes back to your FBA. Make sure that as behaviors are listed, they are defined as either “will of the child” or “lack of skill set.”

There is a huge difference, but both can result in being expelled from school. Two of my favorite experts for behavior are Ross Greene and Peter Gerhardt. Both address teaching skills, not just reward and punish.

Behavior Goals for an IEP

I didn’t need to reinvent the wheel. There are lots of great sites to pull from. I have included some goals that I wasn’t that crazy about.

Some had wording like “will act mad the right way.” You know what’s wrong with that one, right? Who says what is the right way to be mad? Does the child even know this? And how to do it?

For numbers, use the figure that is in the child’s baselines and work up from there. I have removed wording such as “calm body” and “quiet hands.” If a child needs to stim, script, flap, or rock while doing a task, what is the harm in that?

Adaptive Behavior Goals

An adaptive behavior IEP goal focuses on everyday functional skills that help a student navigate school and life independently—like following routines, managing personal care, or using coping strategies. In contrast, a regular behavior goal may target classroom-specific behaviors such as staying on task or reducing disruptions. Adaptive goals support overall independence, not just compliance.

Annual Goal: By ___, when completing familiar school routines and daily activities, Student will independently use the identified adaptive skills and supports needed to complete the routine in ___ out of ___ opportunities across ___ consecutive weeks, as measured by staff observation and data collection.

Possible Supporting Objectives:

1. Given a familiar routine, Student will identify the next step using their established communication method or visual support in ___ out of ___ opportunities.
2. Student will complete a familiar ___-step routine with no more than ___ adult prompts in ___ out of ___ opportunities.
3. When a routine or activity changes, Student will use an identified support, such as a visual schedule, checklist, timer or request for help, in ___ out of ___ opportunities.
4. When assistance is needed, Student will independently request help, clarification or an identified support in ___ out of ___ opportunities.
5. Student will complete an identified daily living or school-based functional task with no more than ___ prompts in ___ out of ___ opportunities across ___ consecutive weeks.

IEP Goal Objectives for Adaptive Behavior

1. Conflict Management: By (2-month period), student will manage peer or classroom conflicts independently in naturally occurring classroom situations as measured by observations and performance assessments with 4 out of 5 accuracy with no teacher support.
2. Self-Regulation with Checklist: By (2-month period), student will use a self-monitoring checklist to demonstrate self-regulation skills in weekly instructional sessions as measured by teacher observation with 90% accuracy with minimal prompts.
3. Task Initiation: By (2-month period), student will initiate writing tasks within 1 minute of assignment presentation in classroom writing activities as measured by observation and performance assessments with 80% accuracy across 20 opportunities with standard classroom supports.
4. Rule-Following with Token System: By (2-month period), student will follow classroom rules using a five-piece token board system in half-hour academic sessions as measured by token data with 80% accuracy across 4 of 5 sessions with visual supports.
5. Break Requesting: By (2-month period), student will request a break appropriately and return to task independently in academic and non-preferred activities as measured by observation and performance data with 8 out of 10 accuracy with access to their communication method.

On-Task IEP Goals

I have another whole list of Work Completion IEP Goals and Examples (Task Completion).

Annual Goal: By ___, during an assigned academic or classroom activity, Student will remain engaged with the task for ___ minutes, using identified supports or strategies as needed, with no more than ___ adult prompts in ___ out of ___ opportunities across ___ consecutive weeks, as measured by observation and data collection.

Possible Supporting Objectives:

1. Student will begin an assigned task within ___ minutes of receiving directions in ___ out of ___ opportunities.
2. Student will use an identified support, such as a visual schedule, checklist, timer, movement break, or other agreed-upon strategy, to complete an assigned task in ___ out of ___ opportunities.
3. When Student does not understand an assignment or needs assistance, Student will request help or clarification using their established communication method in ___ out of ___ opportunities.
4. Student will remain engaged with an assigned activity for ___ minutes with no more than ___ adult prompts in ___ out of ___ opportunities.
5. Following an identified break, Student will return to the assigned activity within ___ minutes and resume the task in ___ out of ___ opportunities.

IEP Goal Objectives for On-Task IEP Goals

1. Task Initiation (2-minute window): By (2-month period), student will begin assigned tasks within 2 minutes when given a visual or verbal prompt in classroom instructional settings as measured by teacher observation and data collection with 4 out of 5 accuracy with prompting supports.
2. On-Task Behavior (15 minutes): By (2-month period), student will remain on task during independent work for at least 15 consecutive minutes in classroom work periods as measured by time-on-task data and teacher observation with 4 out of 5 accuracy with standard classroom supports.
3. Classwork Completion: By (2-month period), student will complete and turn in assigned classwork in weekly instructional settings as measured by collected assignments and teacher records with 4 out of 5 accuracy with minimal adult prompts.
4. Checklist Use for Multi-Step Tasks: By (2-month period), student will follow a daily task checklist to complete multi-step assignments in academic settings as measured by teacher data with 80% accuracy with no more than one adult prompt.
5. Sustained Attention During Non-Preferred Tasks: By (2-month period), student will use a self-selected strategy (e.g., timer, break card) to stay on task and complete non-preferred assignments in classroom settings as measured by observation with 4 out of 5 accuracy with access to preferred strategies.
6. Homework Recording and Submission: By (2-month period), student will accurately record homework in their planner and submit homework on time in daily school routines as measured by teacher records with 4 out of 5 accuracy with organizational supports.
7. Help-Seeking Behavior: By (2-month period), student will ask for help appropriately when unsure how to begin or complete a task in classroom activities as measured by observation with 80% accuracy with routine teacher modeling.
8. Task Initiation + On-Task Behavior Combo: By (2-month period), student will begin tasks within 1 minute and remain on task for at least 10 minutes independently in classroom activities as measured by staff data with 8 out of 10 accuracy with no more than two prompts.
9. Attending to Non-Preferred Activities: By (2-month period), student will attend to non-preferred small-group or independent activities for 20 minutes in instructional settings as measured by staff documentation with 3 out of 4 accuracy with no more than one verbal cue.
10. On-Task Behavior with Fidget: By (2-month period), student will demonstrate on-task behavior for 75% of intervals during a 10-minute period in general education settings as measured by observational data with 4 out of 5 accuracy with access to an appropriate fidget and one reminder.
11. Group Instruction Attention (10 minutes): By (2-month period), student will attend to tasks during large and small group instruction for at least 10 minutes across classroom settings as measured by teacher-charted data with 4 out of 5 accuracy with no more than one teacher prompt.
12. On-Task Behavior with Movement Breaks: By (2-month period), student will attend to classroom tasks for an average of 75% of intervals during a 20-minute class period in instructional settings as measured by staff observation with standard movement break supports.
13. Task Initiation with Self-Regulation Strategies: By (2-month period), student will initiate tasks—including non-preferred ones—within 2 minutes of direction across environments as measured by staff data with 80% accuracy with access to self-regulation strategies and a self-monitoring checklist.
14. Sustained Focus with Strategies: By (2-month period), student will remain focused on tasks for at least 10 minutes without adult prompting across settings as measured by observation and data tracking with 80% accuracy with access to self-regulation strategies and a checklist.
15. Small Group Task Completion: By (2-month period), student will complete assigned tasks and ask for help appropriately in small-group instructional settings as measured by teacher observation with 80% accuracy across 5 consecutive trials with standard classroom supports.
16. Non-Preferred Task Completion with Timer: By (2-month period), student will begin non-preferred tasks within 1 minute and complete them within a designated time limit in structured classroom settings as measured by staff data with 8 out of 10 accuracy with access to self-regulation tools and a reward system.
    

Class Participation IEP Goals

Annual Goal: By ___, during classroom instruction and group activities, Student will participate using their established communication method by responding, asking a question, sharing information, or completing an assigned role in ___ out of ___ opportunities across ___ consecutive weeks, as measured by observation and data collection.

Possible Supporting Objectives:

1. Student will respond to a question or prompt using speech, AAC, writing, gestures, or another established communication method in ___ out of ___ opportunities.
2. During a group activity, Student will complete an assigned role or portion of the activity in ___ out of ___ opportunities.
3. When Student needs clarification, additional processing time, or assistance, Student will communicate that need in ___ out of ___ opportunities.
4. Given advance notice or an identified support, Student will contribute one relevant idea, response, or question during a classroom or small-group activity in ___ out of ___ opportunities.
5. Student will use an identified participation support, such as written responses, visual prompts, previewed questions, AAC, or additional processing time, to participate in ___ out of ___ opportunities.

IEP Goal Objectives for Class Participation IEP Goals

1. Group Participation (Hand-Raising and Relevant Responses): By (2-month period), student will raise their hand and contribute a relevant response or question during group instruction in classroom lessons as measured by teacher observation and participation logs with 4 out of 5 accuracy with standard classroom prompts.
2. Group Discussion Engagement: By (2-month period), student will engage in group discussions by offering an idea or response in classroom group activities as measured by teacher observation with 80% accuracy with a verbal prompt or cue.
3. Following Group Instructions and Engagement: By (2-month period), student will follow group instructions and remain engaged during class activities (e.g., tracking the speaker, turn-taking) in group instructional settings as measured by teacher data collection with 4 out of 5 accuracy with typical classroom supports.
4. Participation in Routines and Transitions: By (2-month period), student will participate in class routines or transitions (e.g., lining up, classroom jobs, cleanup) in daily classroom routines as measured by observation with 80% accuracy with no more than one reminder.
5. Appropriate Volume and Tone in Discussion: By (2-month period), student will use appropriate volume and tone when speaking during class discussions in group instructional settings as measured by teacher observations and checklists with 4 out of 5 accuracy with verbal modeling supports.
6. Clarification / Help-Seeking: By (2-month period), student will ask for clarification or assistance appropriately (e.g., raising hand, help card) in academic settings as measured by teacher observation with 80% accuracy with access to communication supports.
7. Partner / Small-Group Participation: By (2-month period), student will participate in partner or small-group work by taking turns, sharing materials, and staying on task in small-group instructional settings as measured by teacher observation and checklists with 4 out of 5 accuracy with standard instructional supports.

Coping Skills Behavior Goals

Here are sample Coping Skills Behavior IEP Goals, designed to support students in managing emotions, frustration, or anxiety in the school setting.

Annual Goal: By ___, when experiencing frustration, stress, or another identified challenging situation, Student will use an identified coping or regulation strategy to communicate needs and/or regulate their response in ___ out of ___ opportunities across ___ consecutive weeks, as measured by observation and data collection.

Possible Supporting Objectives:

1. Student will identify or communicate their current emotional or regulation state using their established communication method in ___ out of ___ opportunities.
2. Student will identify at least ___ coping or regulation strategies that are helpful to them.
3. When experiencing an identified stressor, Student will select and use an available coping strategy, such as requesting a break, movement, sensory support, breathing strategy, or access to a designated space, in ___ out of ___ opportunities.
4. Student will communicate a need for help, a break, additional time, or another identified support before or during a challenging situation in ___ out of ___ opportunities.
5. Following use of a coping or regulation strategy, Student will communicate readiness to return to the activity or identify that additional support is needed in ___ out of ___ opportunities.

Coping Skills Behavior Goal Objectives

1. Coping Strategy Use (Frustration Response): By (2-month period), student will identify and use an appropriate coping strategy in response to frustration in classroom settings as measured by teacher observation and behavior logs with 4 out of 5 accuracy with access to pre-taught strategies.
2. Expressing Feelings / Needs: By (2-month period), student will verbally express feelings or needs using appropriate language when experiencing stress or anxiety in school environments as measured by teacher observation with 80% accuracy with verbal or visual cues.
3. Initiating Self-Regulation Strategies: By (2-month period), student will initiate a self-regulation strategy to de-escalate when cued in instructional settings as measured by staff observation with 4 out of 5 accuracy with visual or verbal supports.
4. Early Identification of Dysregulation / Break Requesting: By (2-month period), student will recognize early signs of emotional dysregulation and request a break or support before exhibiting disruptive behavior in classroom situations as measured by teacher observation with 80% accuracy with access to break-request tools.
5. Using Personalized Coping Toolkit: By (2-month period), student will use a pre-taught coping strategy from a personalized toolkit in instructional settings as measured by staff observation with 4 out of 5 accuracy with no more than one prompt.
6. Returning to Baseline: By (2-month period), student will stay in class during challenging academic or social situations and return to baseline behavior within 5 minutes as measured by behavior data with 80% accuracy with standard supports.
7. Selecting Appropriate Coping Tools Independently: By (2-month period), student will select and use an appropriate coping tool or strategy independently when given choices in classroom settings as measured by observation and student self-report with 4 out of 5 accuracy with access to coping tools.
8. Using Positive Self-Talk & Coping Strategies: By (2-month period), student will use positive self-talk and coping strategies to manage stressful tasks or work demands and engage calmly in the activity in classroom settings as measured by teacher documentation with 2 out of 3 accuracy with no more than one prompt.
9. Identifying Feelings and Choosing Strategies (Counseling): By (2-month period), student will identify feelings and select an appropriate coping strategy during counseling sessions as measured by therapist records with 80% accuracy with instructional supports.
10. Self-Regulation During Emotional Upset: By (2-month period), student will use a self-regulation strategy to avoid unexpected behaviors when frustrated, angry, or upset in classroom environments as measured by staff observation with 4 out of 5 accuracy with no more than one reminder.
11. Returning to Expected Emotional State (Small Group): By (2-month period), student will use a self-regulation tool to return to an expected emotional state in small group settings as measured by staff data with 8 out of 10 accuracy with one adult reminder.
12. Insight Into Emotional Regulation: By (2-month period), student will identify situations where a regulation tool would have been helpful and select an appropriate tool for each in counseling settings as measured by session data with 80% accuracy with guided practice.
13. Problem Size and Response Selection: By (2-month period), student will determine the size of a problem and select an appropriate coping response before returning to task in classroom situations as measured by teacher-charted data with 4 out of 5 accuracy with strategy reminders.
14. Coping Strategy Use + Task Return (Extended Duration): By (2-month period), student will use a coping strategy with one prompt during frustrating situations and return to the task for at least 10 minutes in classroom environments as measured by teacher data with 95% average success over 8 consecutive weeks with access to strategies.
15. Independent Coping / Returning to Task: By (2-month period), student will independently use an appropriate strategy when presented with situations known to cause anxiety or frustration and return to task within 2 minutes across all settings as measured by staff documentation with 80% accuracy with access to coping tools.

Emotional Regulation

This is another category where I have an entire separate list devoted to: IEP Goals for Self-Regulation Skills or Emotional Regulation

Annual Goal: Emotional Regulation

By ___, when experiencing frustration during an academic or social situation, Student will independently use an identified regulation or communication strategy to remain engaged or appropriately request support in 4 out of 5 observed opportunities across ___ consecutive weeks.

Possible supporting objectives:

1. Student will identify their level of frustration using their established communication method.
2. Student will identify or select one available regulation strategy.
3. Student will request a break, help or another identified support before escalation.
4. Following a break, Student will use the established routine for returning to the activity.

1. Identifying Emotional State: By (2-month period), student will identify their current emotional state using a visual scale in classroom settings as measured by teacher observation and student check-ins with 4 out of 5 accuracy with access to visual supports.
2. Demonstrating Self-Regulation Strategies: By (2-month period), student will demonstrate appropriate self-regulation strategies to return to a calm state in instructional environments as measured by staff observation with 80% accuracy with visual or verbal cues.
3. Recognizing Triggers and Using Strategies: By (2-month period), student will recognize personal triggers for dysregulation and use a pre-taught strategy to manage their response in school settings as measured by behavior logs and staff reports with 4 out of 5 accuracy with access to strategy tools.
4. Calm Transitions: By (2-month period), student will transition between activities calmly and independently in daily school routines as measured by observation with 4 out of 5 accuracy with no more than one prompt.
5. Managing Frustration Without Outbursts: By (2-month period), student will refrain from physical or verbal outbursts and use a coping skill during frustration or anger in classroom situations as measured by staff observation with 80% accuracy with access to coping strategies.
6. Daily Self-Monitoring Participation: By (2-month period), student will participate in a daily self-monitoring routine and reflect on their behavior with adult support in school settings as measured by teacher data with 4 out of 5 accuracy with structured monitoring tools.
7. Staying Engaged During Challenges: By (2-month period), student will use positive self-talk or other regulation strategies to remain engaged and avoid escape behaviors during academic or social challenges as measured by teacher or counselor observation with 80% accuracy with access to regulation strategies.

Self -Control IEP Goals

Annual Goal: By ___, when experiencing frustration, excitement, disappointment, or another identified situation, Student will use an identified self-regulation, communication, or problem-solving strategy before responding, in ___ out of ___ opportunities across ___ consecutive weeks, as measured by observation and data collection.

Possible Supporting Objectives:

1. Student will identify or communicate when they are becoming frustrated, overwhelmed, or dysregulated in ___ out of ___ opportunities.
2. Student will identify at least ___ strategies that can help them manage an identified challenging situation.
3. When experiencing an identified trigger, Student will use a taught strategy, such as requesting help, requesting a break, using a regulation tool, or communicating a need, in ___ out of ___ opportunities.
4. Before responding to an identified challenging situation, Student will use a taught pause-and-respond or problem-solving strategy in ___ out of ___ opportunities.
5. When a strategy is not effective, Student will request additional help or select another available strategy in ___ out of ___ opportunities.

Self -Control IEP Goal Objectives

1. Body and Voice Self-Control: By (2-month period), student will maintain appropriate personal space and use a classroom-appropriate voice level in classroom activities as measured by staff data collection with 80% accuracy during a 20-minute observation period with standard behavioral supports.
2. Impulse Control When Speaking: By (2-month period), student will raise their hand and wait to be called on before speaking in class in instructional settings as measured by teacher observation and data tracking with 80% accuracy across 5 out of 5 trials with verbal modeling supports.
3. Refraining From Interruptions: By (2-month period), student will refrain from interrupting peers or the teacher and wait for an appropriate time to speak during instructional activities as measured by staff documentation with 4 out of 5 accuracy with routine classroom prompts.
4. Self-Control During Group or Partner Tasks: By (2-month period), student will use respectful language and tone, stay seated, and keep hands to self during group or partner tasks as measured by teacher observation with 4 out of 5 accuracy with structured expectations.
5. Following Directions the First Time: By (2-month period), student will follow adult directions the first time given in classroom settings as measured by staff observation with 80% accuracy with no more than one prompt.
6. Regulation During Frustration or Excitement: By (2-month period), student will refrain from shouting or physical outbursts and use a taught strategy to stay regulated during emotional situations as measured by staff observation with 4 out of 5 accuracy with access to regulation tools.
7. Safe Hallway Transitions: By (2-month period), student will walk safely in hallways and transition areas without touching walls, materials, or peers as measured by staff data with 4 out of 5 accuracy with visual and verbal reminders.
8. Controlling Impulsive Physical Behaviors: By (2-month period), student will control impulsive physical behaviors in group settings in school environments as measured by teacher observation and behavior logs with 80% accuracy with access to social expectations supports.
   

Self-Monitoring IEP Goals

Annual Goal: By ___, during identified academic, social, or functional activities, Student will independently monitor their own performance or regulation and use an identified strategy or support when needed in ___ out of ___ opportunities across ___ consecutive weeks, as measured by student self-monitoring data and/or staff observation.

Possible Supporting Objectives:

1. Student will identify the specific behavior, skill, or expectation they are monitoring before beginning an activity in ___ out of ___ opportunities.
2. Student will use an identified self-monitoring tool, such as a checklist, rating scale, timer, visual cue, or other accessible support, in ___ out of ___ opportunities.
3. Student will independently check their own progress or regulation at predetermined intervals during an activity in ___ out of ___ opportunities.
4. Student will compare their self-assessment with the identified expectation or goal and determine whether a change or additional support is needed in ___ out of ___ opportunities.
5. When Student identifies that they need support, they will independently use an identified strategy or request assistance in ___ out of ___ opportunities.

Self-Monitoring IEP Goal Objectives

1. Daily Self-Monitoring Completion: By (2-month period), student will complete a daily self-monitoring checklist related to behavior or task completion in school routines as measured by completed checklists and teacher review with 90% accuracy in 4 out of 5 school days with structured monitoring supports.
2. Assessing Classroom Expectations: By (2-month period), student will independently assess whether classroom expectations were followed using a visual or written checklist in instructional settings as measured by teacher and student comparison logs with 4 out of 5 accuracy with access to a checklist.
3. Emotional State & Performance Rating: By (2-month period), student will rate their emotional state and performance at the beginning, middle, and end of sessions in instructional or counseling contexts as measured by self-monitoring forms with 4 out of 5 accuracy with visual rating tools.
4. Tracking Target Behavior: By (2-month period), student will track one target behavior using a self-monitoring chart in classroom environments as measured by teacher data with 80% accuracy across the period with access to goal-tracking tools.
5. Comparing Self-Monitoring to Teacher Ratings: By (2-month period), student will compare their self-monitoring scores to teacher ratings and reflect on differences in classroom check-ins as measured by comparison logs with 4 out of 5 accuracy with guided reflection supports.
6. Scheduled Self-Monitoring Check-Ins: By (2-month period), student will independently check in at scheduled times and record behavior accurately using a self-monitoring system in school routines as measured by staff data with 80% accuracy over 4 consecutive weeks with access to monitoring tools.
7. Weekly Goal Setting and Reflection: By (2-month period), student will identify one behavior to improve each week and set a personal goal using a daily log in school settings as measured by student logs with 80% participation over 6 weeks with adult support for goal setting.
8. Behavior Reflection in Sessions: By (2-month period), student will verbally reflect on behavior and identify a successful or unsuccessful strategy during weekly counseling or check-in sessions as measured by staff notes or journal entries with 4 out of 5 accuracy with guided prompts.
9. Identifying Expected vs. Unexpected Behavior: By (2-month period), student will identify expected and unexpected behaviors and rate their own behavior using a self-monitoring tool in classroom situations as measured by comparison data with at least 80% agreement with teacher ratings with access to visuals.
10. Anxiety Level Self-Rating: By (2-month period), student will identify their level of anxiety using a visual self-rating tool in instructional or counseling settings as measured by comparison to teacher observations with 80% accuracy with access to the self-rating tool.

IEP Goals for Addressing Aggression

Annual Goal: By ___, when experiencing an identified trigger, conflict, frustration, or unmet need, Student will use an identified communication, regulation, or replacement strategy instead of hitting, kicking, biting, throwing objects, or other specifically defined aggressive behavior in ___ out of ___ opportunities across ___ consecutive weeks, as measured by frequency data and staff observation.

Possible Supporting Objectives:

1. Student will identify or communicate an emotion, need, trigger, or situation associated with escalation in ___ out of ___ opportunities.
2. Student will use their established communication method to request help, a break, space, or another identified support in ___ out of ___ opportunities.
3. When experiencing an identified trigger, Student will use a taught replacement strategy, such as moving to an agreed-upon space, requesting assistance, using a regulation tool, or communicating “stop,” in ___ out of ___ opportunities.
4. Student will use an identified strategy to safely disengage from a frustrating or escalating interaction in ___ out of ___ opportunities.
5. Following an incident or challenging situation, when regulated and able to participate, Student will identify which strategy was used and/or identify another strategy that could be used in a similar situation in ___ out of ___ opportunities.

IEP Goal Objectives for Addressing Aggression

1. Using Replacement Behaviors: By (2-month period), student will use a pre-taught replacement behavior instead of aggression during frustration or anger in classroom and school environments as measured by staff documentation with 4 out of 5 accuracy with access to coping strategies.
2. Identifying Feelings and Requesting Support: By (2-month period), student will verbally identify feelings and request support or a break before resorting to physical behaviors in triggering situations as measured by staff observation with 80% accuracy with visual or verbal prompts.
3. Using Calm-Down Routine or Space: By (2-month period), student will use a designated calm-down routine or space to regulate emotions and avoid aggressive behavior in school settings as measured by behavior logs and staff observation with 4 out of 5 accuracy with access to the calm-down area.
4. Responding to Peer Conflict Without Aggression: By (2-month period), student will respond to conflict or frustration using respectful words or coping strategies without physical aggression during peer interactions as measured by staff observation with 80% accuracy across a 4-week period with structured social supports.
5. Daily Behavior Check-Ins: By (2-month period), student will participate in daily check-ins with a staff member to reflect on behavior and identify triggers or coping strategies in school routines as measured by check-in logs with 90% participation over 4 weeks with adult support.
6. Post-Incident Reflection: By (2-month period), student will complete a behavior reflection form or verbal debrief after incidents or difficult situations in classroom or school environments as measured by staff documentation with 4 out of 5 accuracy with guided reflection supports.
7. Walking Away or Seeking Help Instead of Retaliation: By (2-month period), student will walk away or seek adult help when provoked or upset instead of engaging in physical retaliation in school settings as measured by teacher observation and incident reports with 4 out of 5 accuracy with access to adult support.

Anxiety IEP Goals

I have a separate list of IEP goals for Anxiety.

1. Identifying Anxiety Level and Choosing Strategies: By (2-month period), student will identify their level of anxiety using a visual scale and select an appropriate coping strategy in classroom settings as measured by teacher observation and student check-ins with 4 out of 5 accuracy with access to visual supports.
2. Using Coping Strategies During Anxiety-Provoking Tasks: By (2-month period), student will use a pre-taught coping strategy to remain engaged during anxiety-provoking tasks or situations in instructional environments as measured by staff observation with 80% accuracy with access to coping tools.
3. Advocating for Needs During Anxiety: By (2-month period), student will advocate for their needs appropriately during moments of elevated anxiety in school settings as measured by staff documentation and student self-report with 4 out of 5 accuracy with communication supports.
4. Reflection During Check-Ins: By (2-month period), student will participate in daily or weekly check-ins to reflect on anxious thoughts or situations and review coping strategies used in counseling or classroom routines as measured by check-in logs with 90% consistency over 6 weeks with adult support.
5. Remaining in Class During Anxiety-Inducing Activities: By (2-month period), student will remain in the classroom and complete assigned academic tasks during anxiety-inducing activities in instructional settings as measured by teacher observation and performance data with 4 out of 5 accuracy with accommodations and supports.

IEP Goals for Negative Comments and Gestures

Annual Goal: By ___, when experiencing frustration, disagreement, correction, or another identified trigger, Student will use an identified communication, self-advocacy, or regulation strategy to express their needs or concerns in ___ out of ___ opportunities across ___ consecutive weeks, as measured by observation and data collection.

Possible Supporting Objectives:

1. Student will identify or communicate situations that commonly lead to negative comments or gestures in ___ out of ___ opportunities.
2. Student will identify at least ___ alternative ways to communicate disagreement, frustration, or a need for assistance.
3. When frustrated or disagreeing with another person, Student will use their established communication method to request help, clarification, a break, or additional time in ___ out of ___ opportunities.
4. Student will use an identified replacement response instead of the specifically defined comment or gesture in ___ out of ___ opportunities.
5. Following a challenging interaction, when regulated and able to participate, Student will identify whether their communication was effective and choose another strategy when needed in ___ out of ___ opportunities.

IEP Goal Objectives for Negative Comments and Gestures

1. Refraining From Negative Comments or Gestures: By (2-month period), student will refrain from making negative comments or gestures toward peers or staff in school-day intervals as measured by staff observation and behavior data with 80% accuracy over a 4-week period with standard behavioral supports.
2. Using Replacement Strategies Instead of Negative Responses: By (2-month period), student will use an appropriate replacement strategy when frustrated or upset instead of making negative verbal or nonverbal responses in school settings as measured by staff observation with 4 out of 5 accuracy with access to coping tools.
3. Respectful Communication (Language, Tone, Body Language): By (2-month period), student will use neutral or positive language, tone, and body language during classroom interactions as measured by teacher checklists and observation data with 80% accuracy with teacher modeling supports.
4. Self-Monitoring Negative Responses: By (2-month period), student will recognize and self-monitor negative comments or gestures using a visual checklist or point sheet in classroom and social settings as measured by teacher data with a 50% reduction from baseline over an 8-week period with structured monitoring tools.
5. Choosing Appropriate Responses in Social Scenarios: By (2-month period), student will choose an appropriate response during social scenarios or real-time conflict instead of using sarcasm, threats, or gestures in school environments as measured by teacher or counselor observation with 4 out of 5 accuracy with access to social strategies.

IEP Goals for Non-Compliance/ Following Directions

Annual Goal: By ___, when given a direction or presented with an expected task, Student will demonstrate understanding and use an identified response—such as beginning the task, requesting clarification, asking for help, requesting a break, or appropriately communicating disagreement—in ___ out of ___ opportunities across ___ consecutive weeks, as measured by observation and data collection.

Possible Supporting Objectives:

1. When given a direction, Student will demonstrate understanding by restating, identifying, or otherwise communicating what is expected in ___ out of ___ opportunities.
2. When Student does not understand a direction, they will request clarification or assistance using their established communication method in ___ out of ___ opportunities.
3. When a task feels difficult or overwhelming, Student will use an identified strategy, such as requesting help, a break, additional time, or task modification, in ___ out of ___ opportunities.
4. Given a familiar direction and appropriate supports, Student will begin the requested task within ___ minutes in ___ out of ___ opportunities.
5. When Student disagrees with or has difficulty completing a direction, they will communicate the concern or need using an identified self-advocacy strategy in ___ out of ___ opportunities.

IEP Goal Objectives for Non-Compliance/ Following Directions

Complementary Post: Ways to Increase a Child’s Ability to Follow Directions

1. Complying With Directions Promptly: By (2-month period), student will comply with directions within 30 seconds and with no more than one prompt in classroom settings as measured by teacher observation and behavior data with 80% accuracy with standard supports.
2. Following Multi-Step Directions: By (2-month period), student will follow 2–3 step directions accurately and independently across classroom settings as measured by staff documentation with 4 out of 5 accuracy with instructional supports.
3. Beginning Non-Preferred Tasks Without Avoidance: By (2-month period), student will comply with directives to begin non-preferred tasks without arguing, refusing, or engaging in avoidance behaviors in school environments as measured by staff data with 4 out of 5 accuracy over a 6-week period with structured expectations.
4. Responding to Redirection Appropriately: By (2-month period), student will respond appropriately to adult redirection by following the instruction without protest in school settings as measured by staff data with 80% accuracy with verbal or visual cues.
5. Using Strategies Instead of Non-Compliance: By (2-month period), student will use a pre-taught strategy when frustrated or overwhelmed by a directive instead of displaying non-compliant behavior in classroom activities as measured by staff observation with 4 out of 5 accuracy with access to coping strategies.
6. Compliance With Classroom Routines: By (2-month period), student will comply with classroom routines and expectations with no more than one reminder during daily school activities as measured by teacher observation with 4 out of 5 accuracy with visual and verbal supports.
7. Transitioning as Directed: By (2-month period), student will transition between tasks or settings as directed using a visual or written schedule in school environments as measured by staff documentation with 80% accuracy across a 4-week period with access to schedule supports.

IEP Goals for Social/Emotional Problem Solving

Annual Goal: By ___, when presented with an identified social or emotional challenge, Student will identify the problem, consider possible responses, and use an identified problem-solving or self-advocacy strategy in ___ out of ___ opportunities across ___ consecutive weeks, as measured by observation and data collection.

Possible Supporting Objectives:

1. Student will identify and describe the problem in a social or emotionally challenging situation in ___ out of ___ opportunities.
2. Student will identify their own feelings, needs, or perspective related to the situation using their established communication method in ___ out of ___ opportunities.
3. Student will generate at least ___ possible responses or solutions to an identified problem in ___ out of ___ opportunities.
4. Student will identify a likely outcome or consequence of each possible solution in ___ out of ___ opportunities.
5. Student will select and use an identified solution, such as communicating a need, requesting help, negotiating, taking space, or using a regulation strategy, in ___ out of ___ opportunities.

IEP Goal Objectives for Social/Emotional Problem Solving

1. Collaborating With Peers During Group or Partner Work: By (2-month period), student will collaborate with peers by negotiating solutions, compromising, or asking clarifying questions during group or partner work as measured by teacher observation with 4 out of 5 accuracy over a 4-week period with structured group expectations.
2. Identifying Problems, Emotions, and Solutions: By (2-month period), student will identify the problem, name their emotions, and generate at least two possible solutions when presented with real or hypothetical social conflict as measured by staff or counseling session data with 4 out of 5 accuracy with guided supports.
3. Using a Structured Problem-Solving Process: By (2-month period), student will use a structured problem-solving process to respond to peer conflict or frustration in school settings as measured by teacher or counselor documentation with 4 out of 5 accuracy with access to problem-solving tools.
4. Recognizing Escalation and Using Calming Strategies: By (2-month period), student will recognize when a problem is escalating and independently use a calming strategy to de-escalate during social interactions as measured by staff observation with 80% accuracy with access to calming strategies.
5. Selecting Appropriate Responses to Peer Challenges: By (2-month period), student will select an appropriate response to peer-related challenges in classroom or social settings as measured by staff documentation with 4 out of 5 accuracy with access to social coping strategies.
6. Matching Problem Size to Proportional Responses: By (2-month period), student will identify the size of a problem and match it to a proportional emotional and behavioral response during counseling or social skills sessions as measured by staff data with 80% accuracy across 5 trials with visual supports.
7. Role-Play and Real-Life Social Problem-Solving: By (2-month period), student will participate in role-plays or real-life scenarios to practice social problem-solving and demonstrate appropriate responses as measured by staff observation and skill tracking with 4 out of 5 accuracy with structured session supports.